Resource Overview
Resource Overview Quantile® Measure:
EM
Skill or Concept:
Compare and order objects using mathematical vocabulary. (QT‐G‐14)
Excerpted from:
The Math Learning Center PO Box 12929, Salem, Oregon 97309‐0929 www.mathlearningcenter.org © Math Learning Center
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Set D1 Measurement: Length
Set D1 H Activity 2 Activity
How Long is the Teacher’s Necklace or Necktie? Overview
You’ll need
Students each cut a piece of string to approximate the length of your necklace or necktie, compare it to find out, and post it on a chart to show the results.
H a necklace or a necktie (see Advance Preparation)
Skills & Concepts
H 3 pieces of 6" × 12" construction paper (see Advance Preparation)
H compare and order objects according to length
H a ball of string for each group of 4 children H scissors (class set)
H masking tape (see Advance Preparation) Advance Preparation Label each piece of construction paper as shown below. Then run a length of masking tape, sticky side out, along the bottom of each sheet and fasten the ends with short strips of tape. Post these on the whiteboard where the children can reach them easily. Wear a necklace or necktie to class the day you conduct this activity.
shorter than
the same as
longer than
Instructions for How Long is the Teacher’s Necklace or Necktie? 1. Gather children to your discussion circle. Draw their attention to your necklace or necktie. Ask them to use their arms to show how long they think it is. 2. Then remove the necklace or tie from your neck and stretch it out in the center of the circle where everyone can see it. Invite the children to make new estimates, again using their arms to show how long they think it is.
© The Math Learning Center
Bridges in Mathematics Kindergarten Supplement • D1.3
Set D1 Measurement: Length
Activity 2 How Long is the Teacher’s Necklace or Necktie? (cont.) 3. Show the children a ball of string and a pair of scissors. Explain that each of them is going to cut a piece of string they think matches the length of your necklace or tie. After they’ve cut their string, they’re going to compare it to your necklace or tie and fasten it to one of the three charts you’ve posted at the whiteboard. 4. Demonstrate the process yourself by cutting a piece of string you estimate to be about the same length as your necklace or tie. Then work with input from the class to compare the two. Teacher Is my string shorter than, longer than, or the same as my necklace?
Students It’s shorter! Try it again! Can I try? 5. Work with students’ help to caption the charts at the whiteboard, as shown below. Then fasten your string to the appropriate chart by pressing it against the sticky-sided masking tape.
My piece of string is shorter than
the necklace. the same as
longer than
6. When students understand what to do, have them go back to their tables and help one another each cut a length of string they think will match the length of your necklace or tie. As they finish, have them hang the string they’ve cut around the back of their neck, just as a tailor might wear a measuring tape, and go to one of the Work Places. Invite them a few at a time to compare their string to your necklace or tie and hang the string on the appropriate chart. 7. Discuss the results with the class at a later time. How many students cut strings that were shorter than, the same as, or longer than your necklace or tie? Which chart has the most strings? How can they tell for sure? Extension • Repeat this activity later in the year with something else that might appeal to your students. (Anything you wear or own is almost sure to interest them. You may even have a parent who’s willing to bring a pre-crawling baby to class to be measured. If you use blue masking tape to mark the length of the baby on the floor, students can cut string to approximate the length of the baby.) D1.4 • Bridges in Mathematics Kindergarten Supplement
© The Math Learning Center
